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3.
AGRICULTURAL CROP PRODUCTION 2
K to 12 – Technology and Livelihood Education
Welcome to the world of Agricultural Crop Production!
This Module is an exploratory course which leads you to Agricultural Crop
Production National Certificate Level II ( NC II)1
. It covers four common
competencies that a Grade 7 / Grade 8 Technology and Livelihood Education (TLE)
student like you ought to possess, namely:
1) Use farm tools and equipment;
2) Perform estimation and basic calculation;
3) Interpret plans and drawings; and
4) Apply safety measures in farm operations.
These four common competencies are covered separately in four Lessons. As shown
below, each Lesson is directed to the attainment of one or two learning outcomes:
Lesson 1 –Use Farm Tools and Equipment
LO1. Select and Use Farm Tools
LO 2. Select and Operate Farm Equipment
LO 3. Perform Preventive Maintenance
Lesson 2 – Perform Estimation and Basic calculation
LO 1. Perform Estimation
LO 2. Perform Basic Workplace Calculations
Lesson 3 – Interpret Plans and Drawings
LO1. Interpret Farm Plans and Lay-outs
LO2. Interpret Irrigation Plan and Design
Lesson 4 – Apply Safety Measures in Farm Operations
LO 1.Apply Appropriate Safety Measures while Working in the Farm
LO 2 Safe keep / Dispose materials and outfit
Your success in this exploratory course on Agricultural Crop Production is shown
in your ability to perform the performance standards found in each learning outcome.
1NATIONAL CERTIFICATE (NC) is a certification issued to individuals who achieved all the required units of competency for a national
qualification as defined under the Training Regulations. NCs are aligned to specific levels within the PTQF. (TESDA Board Resolution
No. 2004-13, Training Regulations Framework)
NATIONAL CERTIFICATE LEVEL refers to the four (4) qualification levels defined in the Philippine TVET Qualifications Framework
(PTQF) where the worker with:
a. NC I performs a routine and predictable tasks; has little judgment; and, works under supervision;
b. NC II performs prescribe range of functions involving known routines and procedures; has limited choice and complexity of
functions, and has little accountability;
What Is This Module About?

4.
AGRICULTURAL CROP PRODUCTION 3
K to 12 – Technology and Livelihood Education
This Module has 4 Lessons. Each Lesson has the following parts.
 Learning Outcomes
 Performance Standards
 Materials
 References
 Definition of Terms
 What Do You Already Know?
 What Do You Need to Know?
 How Much Have You Learned?
 How Do You Apply What You Learned?
 How Well Did You Perform?
To get the most from this Module, you need to do the following:
1. Begin by reading and understanding the Learning Outcome/s and Performance
Standards. These tell you what you should know and be able to do at the end of this
Module.
2. Find out what you already know by taking the Pretest then check your answer
against the Answer Key. If you get 99 to 100% of the items correctly, you may
proceed to the next Lesson. This means that you need not go through the Lesson
because you already know what it is about. If you failed to get 99 to 100% correctly,
go through the Lesson again and review especially those items which you failed to
get.
3. Do the required Learning Activities. They begin with one or more Information
Sheets. An Information Sheet contains important notes or basic information that you
need to know.
After reading the Information Sheet, test yourself on how much you learned
by means of the Self-check. Refer to the Answer Key for correction. Do not hesitate
to go back to the Information Sheet when you do not get all test items correctly.
This will ensure your mastery of basic information.
4. Demonstrate what you learned by doing what the Activity / Operation /Job Sheet
directs you to do.
5. You must be able to apply what you have learned in another activity or in real life
situation.
6. Accomplish the Scoring Rubrics for you to know how well you performed.
Each Lesson also provides you with references and definition of key terms for your guide.
They can be of great help. Use them fully.
.
How Do You Use This Module?
If you have questions, ask your teacher for assistance.

5.
AGRICULTURAL CROP PRODUCTION 4
K to 12 – Technology and Livelihood Education
Use Farm Tools and Equipment
LESSON 1
LO 1. select and use farm tools;
LO 2. select and operate farm equipment; and
LO 3. perform preventive maintenance.
LEARNING OUTCOMES:
At the end of this Lesson you are expected to
do the following:

6.
AGRICULTURAL CROP PRODUCTION 5
K to 12 – Technology and Livelihood Education
Farm Equipment - These are machineries used in crop production. They are used in
land preparation and in transporting farm inputs and products. These equipment
need a highly skilled operator to use
Farm implements - accessories pulled by animals or mounted to machineries to
make the work easier
Farm tools - objects that are usually light and are used without the help of animals
and machines
Preventive maintenance - an activity or operation done to prevent malfunction of
tools and equipment and it is done to prolong the useful life of tools and equipment
Repair - to restore to good condition something broken or damaged
Definition of Terms

8.
AGRICULTURAL CROP PRODUCTION 7
K to 12 – Technology and Livelihood Education
Read the questions carefully and select the best answer by writing only the letter of your
choice on a separate sheet of paper.
1. Which of the following is an example of a digging tool?
A. Bolo
B. Crowbar
C. Grub hoe
D. Pruning shear
2. Which tool is used for cutting grasses?
A. Shovel
B. Bolo
C. Crowbar
D. Mattock
3. What tool does NOT belong to the group?
A. Crowbar
B. Mattock
C. Shovel
D. Pruning shear
4. Farm tools are very important in agricultural crop production because they __________
A. Make work easier
B. Make work faster
C. Save time and effort
D. All of the above
5. A tool with one end of its blade flattened and the other pointed at right angles to its
handle is a ________________.
A. mattock
B. crowbar
C. bolo
D. spade
6. Which tool resembles the appearance of spoon and use for transferring soil?
A. Spade
B. Shovel
C. Spading fork
D. Grub hoe
What Do You Already Know?
Pretest LO 1
Let us determine how much you already know about use of farm tools and
equipment. Take this test.

9.
AGRICULTURAL CROP PRODUCTION 8
K to 12 – Technology and Livelihood Education
7. What implement is being pulled by a working animal to till the land?
A. Harrow
B. Native plow
C. Disc plow
D. Disc harrow
8. An implement mounted to a tractor that is used to pulverize the newly plowed soil is
a_____________.
A. trailer
B. disc harrow
C. native plow
D. disc plow
9. An open container with a single wheel at the front and two handles at the back used to
transport things
A. Hand tractor
B. Tractor
C. Basket
D. Wheel barrow
10. Which of the following tools is used to harvest crops?
A. Knife
B. Plow
C. Spade
D. Basket

10.
AGRICULTURAL CROP PRODUCTION 9
K to 12 – Technology and Livelihood Education
FARM TOOLS IN AGRICULTURAL CROP PRODUCTION
Farm tools, implements, and equipment play very important role in agricultural crop
production. Their availability makes the work much easier and faster. However, even if one
may have the most sophisticated tools and implements, but does not know how to use them,
they are useless. In order to do crop production operations successfully, one must have a
good working knowledge of the tools, implements and equipment before using them.
Hand Tools
Hand tools are usually light and are used without the help of animals or machines.
They are being used in performing farm activities which involve small areas like school
garden and home garden.
Examples:
Bolo is used for cutting tall grasses and weeds
and chopping branches of trees.
Crowbar is used for digging big holes and for
digging out big stones and stumps.
What Do You Need To Know?
Information Sheet 1.1
Read the Information Sheet 1.1 very well then find out how much you can
remember and how much you have learned by doing the Self-check 1.1.

11.
AGRICULTURAL CROP PRODUCTION 10
K to 12 – Technology and Livelihood Education
Pick-mattock is used for digging canals,
breaking hard topsoil and for digging up stones
and tree stumps.
Grab-hoe is used for breaking hard topsoil and
pulverizing soil.
Spade is used for removing trash or soil,
digging canals or ditches and mixing soil
media.
Shovel is used in removing trash, digging
loose soil, moving soil from one place to
another and for mixing soil media.
Rake is used for cleaning the ground and
leveling the topsoil.

12.
AGRICULTURAL CROP PRODUCTION 11
K to 12 – Technology and Livelihood Education
Spading fork is used for loosening the soil,
digging out root crops and turning over the
materials in a compost heap.
Light hoe is used for loosening and leveling
soil and digging out furrows for planting
Hand trowel is used for loosening the soil
around the growing plants and putting small
amount of manure fertilizer in the soil.
Hand cultivator is used for cultivating the
garden plot by loosening the soil and removing
weeds around the plant.
Hand fork is used for inter row cultivation.
Pruning shears is for cutting branches of
planting materials and unnecessary branches
of plants.

13.
AGRICULTURAL CROP PRODUCTION 12
K to 12 – Technology and Livelihood Education
Axe is for cutting bigger size post.
Knife is for cutting planting materials and for
performing other operations in horticulture
Sprinklers – for watering seedlings and young
plants
Water pails – for hauling water, manure and
fertilizers
Sprayers are for spraying insecticides, foliar fertilizers, fungicides and herbicides

14.
AGRICULTURAL CROP PRODUCTION 13
K to 12 – Technology and Livelihood Education
Wheel barrow is used for hauling trash,
manures, fertilizers, planting materials and
other equipment
Sickle is a hand-held agricultural tool with a
variously curved blade typically used for cutting
weeds.
Farm Implements
These are accessories which are being pulled by working animals or mounted to
machineries (hand tractor, tractor) which are usually used in the preparation of land. These
are usually made of a special kind of metal.
Examples are:
1. Plows. These are farm implements either pulled by a working animal or a tractor. The
plow is specifically used for tilling large areas, making furrows and inter row cultivation.
Plows pulled by working animals are made of either a combination of metal and wood or
pure metal. They are used to till areas with a shallower depth than that of the disc plows
which are pulled by tractors.
Native plow Disc plow

15.
AGRICULTURAL CROP PRODUCTION 14
K to 12 – Technology and Livelihood Education
2. Harrow. The native wooden harrow is made of wood with a metal teeth and pulled by a
carabao while the disc harrow is made of metal mounted to a tractor. Harrows are used
for tilling and pulverizing the soil.
Native wooden harrow Disc harrow
3. Rotavator. The rotavator is an implement mounted to a tractor used for tilling and
pulverizing the soil
______1. Sprinkler A. used for spraying insecticides, foliar
fertilizers, fungicides and herbicides
______2. Knife B. used for hauling water, manure and
fertilizers
______3. Hand Fork C. used for watering seedlings
______4. Bolo D. used for cutting planting materials
______5. Rake E. used for leveling the top soil
______6. Shovel F. used for removing trash, digging
loose soil, moving soil from one
place to another and for mixing soil
media
______7. Pruning Shear G. used for cutting bigger size post
______8. Sprayer H. used for cutting branches of
planting materials and unnecessary
branches of plants
______9. Pail I. used for inter row cultivation
______10. Axe J. used for cutting tall grasses and
weeds and chopping branches of
trees
How Much Have You Learned?
Self-Check 1.1

16.
AGRICULTURAL CROP PRODUCTION 15
K to 12 – Technology and Livelihood Education
PROPER USE OF SHOVEL
Introduction:
Shovel is used in different farm operation. It is used in digging and moving soil from
one place to another, cleaning ditches, etc. Proper use of this tool can help make the work
easier.
PPE and Tools needed:
 Footwear
 Long pants
 Gloves
 Rag
 Shovel
Procedure:
Make sure that before you perform this activity, you are wearing appropriate personal
protective equipment. Follow these instructions
1. Keep feet wide apart. Place front
foot close to shovel.
Operation Sheet 1.1
How Do You Apply What You Have Learned?
Show that you learned something by doing this activity

18.
AGRICULTURAL CROP PRODUCTION 17
K to 12 – Technology and Livelihood Education
While performing the activity it is important that you assess your performance
following the criteria below:
Criteria Score
20 15 10 5
Proper distance of the feet from each other
The weight is on front foot
The load is close to your body
Direction of the feet when throwing load
Practice good housekeeping
How Well Did You Perform?
Find out by accomplishing the Scoring Rubric honestly and
sincerely. Remember it is your learning at stake!

19.
AGRICULTURAL CROP PRODUCTION 18
K to 12 – Technology and Livelihood Education
ANSWER THE FOLLOWING:
1. What is an equipment? (4 points)
2. Give the specific uses and function of the following equipment:
A. Hand tractor (3 points)
B. Four wheel tractor (3 points)
C. Water pump (3 points)
What Do You Already Know?
Select and operate farm equipment
LEARNING OUTCOME 2
Pretest LO 2
Let us determine how much you already know about farm equipment. Take this
test.
 Appropriate farm equipment are identified.
 Instructional manual of farm equipment are carefully read prior to operation.
 Pre-operation check-up is conducted in line with manufacturers‘ manual.
 Faults in farm equipment are identified and reported in line with farm
procedures
 Farm equipment are used according to their function.
PERFORMANCE STANDARDS

20.
AGRICULTURAL CROP PRODUCTION 19
K to 12 – Technology and Livelihood Education
COMMON FARM EQUIPMENT
These are machineries used in crop production. They are used in land preparation
and in transporting farm inputs and products. These equipment need a highly skilled
operator to use.
Hand tractor is used to pull a plow and harrow in preparing a large area of land.
Four wheel tractor is used to pull disc plow and disc harrow in preparing much bigger
area of land.
Water pumps are used to draw irrigation water from a source.
Hand Tractor Four Wheel Tractor
Courtesy of Alcala Rural
School
Water Pump
What Do You Need To Know?
Information Sheet 2.1
Read the Information Sheet 2.1 very well then find out how
much you can remember and how much have you learned by
doing the Self-check 2.1.

22.
AGRICULTURAL CROP PRODUCTION 21
K to 12 – Technology and Livelihood Education
SCRAPBOOK ON FARM EQUIPMENT
After learning what are the different farm equipment, you will be compiling pictures of
farm equipment and its instructional manual.
1. Collect pictures of various farm equipment and instructional manual. You may clip
pictures from the internet.
2. For the pictures taken from online sites, copy the URL and paste below the pictures.
3. Cut the pictures and paste it on a short bond paper
4. Search the uses or functions of this equipment and write it below or beside the
pictures.
5. If the instructional manuals are available paste it on another bond paper.
6. Compile the sheets into 1 folder.
7. Submit it to your teacher.
How Do You Extend Your Learning?
Assignment Sheet 2.1

23.
AGRICULTURAL CROP PRODUCTION 22
K to 12 – Technology and Livelihood Education
TRUE OR FALSE: Read and analyze each statement below .Write True if the statement is
correct; False if the statement is incorrect on the space provided for.
______1. It is not advisable to use the stone in a stabilized way.
______2.Tools that are worn out should be separated and be fixed immediately to avoid
accident.
______3.When sharpening, try to maintain the original factory bevel or angle.
______4.Always push the file across the blade in a motion away from your body.
______5Clean accumulated rust and dirt off all metal surfaces with paint.
______6.Move the file diagonally, so that its cutting teeth are biting into the metal on the
tool.
______7.Use medium-grit sandpaper to remove rust on larger tools such as shovels,
spades, and hoes.
______8.When sharpening with a file, use oil.
______9. Oil helps tool to work as intended and will also prevent the formation of rust.
_____10.For pruners, use a whetstone because it produces a very sharp cutting edge.
What Do You Already Know?
Perform Preventive Maintenance
LEARNING OUTCOME 3
Let us determine how much you already know about preventive maintenance.
Take this test.
Pretest LO 3
 Tools and equipment are cleaned immediately.
 Routine check-up and maintenance are performed.
 Farm tools and equipment are regularly sharpened and oiled from time to time.
PERFORMANCE STANDARDS

24.
AGRICULTURAL CROP PRODUCTION 23
K to 12 – Technology and Livelihood Education
PRE-OPERATIVE CHECK UP OF FARM TOOLS AND EQUIPMENT
Imagine that the long, hot summer vacation has finally come to an end and it‘s the
beginning of the school year and you are ready to start working your vegetable gardens. But
before that let us check first our tools, implements and equipment you are going to use.
Garbed with your working clothes and personal protective equipment (PPE). Proceed
to the shop to retrieve your tools so that you can start clearing away the last remnants of
summer and begin breaking the soil for a new year. Imagine your frustration as you start
pulling out all of your tools to see that they are covered with rust and dirt that has hardened
and crusty globs of oil that have collected dust last vacation. It seems that you are going to
spend more time cleaning and repairing tools on this nice day than you will actually use
them.
How to Clean Your Tools and Equipment:
Let‘s start with the basics. Your shovel, spade, hoe, or even the blades on a hedge
trimmer will be a lot easier to use if you take a few minutes to knock some of the rust off the
blade. Not only will this extend the life of the tool, but also it will cut through the soil better,
and thus require less effort to use, if it has a nice sharp blade. It is a good idea to keep a
large whetstone in your shop. A whetstone is an ideal tool to use to keep all of the cutting
edges of your garden tools honed. It will work well on your shovel, as well as many other
common garden tools.
The best way to use the stone is to find a way to stabilize
the tool that you want to work on. A bench vise is ideal. You will be
able to clamp the tool into place at an angle, so you can work on it.
Clamping the garden tool into place with a vise frees up both of your
hands to use the whetstone and gives you more control over what
you are doing.
Apply a little bit of lubricating oil to the end of the tool and
carefully begin to work the stone over the blade. Maintain a 30-
degree angle between the stone and the blade to form the ideal
cutting edge for your tool. Not only will the edge become sharper,
but you will also be removing any pitting and rust that has formed at
the edge of your tool‘s blade.
In instances where the moving parts of your garden tools
(such as with of any new pruners, shears, and loppers) have frozen in place, like springs and
What Do You Need To Know?
Information Sheet 3.1
Read the Information Sheet 3.1 very well then find out how
much you can remember and how much you learned by
doing the Self-check 3.1.

25.
AGRICULTURAL CROP PRODUCTION 24
K to 12 – Technology and Livelihood Education
pivot joints, you should disassemble them first carefully break free
any rust or dirt that may keep the tool from functioning properly.
Clean accumulated rust and dirt off all metal surfaces with a wire
brush. Remove stubborn rust from small tools with fine steel wool.
Using an old toothbrush with some lightweight lubricating oil is a
great way to work fresh oil into the joints of most garden tools. Not
only will this fresh oil helps your tool to work as it was intended, but it will also prevent the
formation of rust. Use medium-grit sandpaper to remove rust on larger tools such as
shovels, spades, and hoes.
Once your tools are cleaned, they're ready to be sharpened. When sharpening, try to
maintain the original factory bevel or angle. For pruners, use a whetstone because it
produces a very sharp cutting edge. Depending on the type of whetstone, apply a few drops
of oil or water to the stone. With the beveled side of the blade against the stone, rub the
sharp edge of the blade toward the stone in a curved motion, as if you were trying to shave
off a thin slice from the stone.
When working with a file, stabilize the blades in a vise or against a solid surface such
as a work bench to avoid injury and ensure an even stroke. Always push the file across the
blade in a motion away from your body. Move the file diagonally, so that its cutting teeth are
biting into the metal on the tool. When sharpening with a file, do not use oil; metal filings will
accumulate and clog the file's serrations.
Farm implements like ordinary plow and wooden harrow should be checked
thoroughly before use. Loosened bolts and nuts should be tightened firmly. Disc plow and
harrow should also be lubricated on their moving parts like bearings. Tractors should be
tuned-up very well by skilled operator. Check on their oil, lubricant, fuel and cooling system.
Tools that are worn out should be separated and be fixed immediately to avoid
accident

26.
AGRICULTURAL CROP PRODUCTION 25
K to 12 – Technology and Livelihood Education
TRUE OR FALSE: Read and analyze each statement below. Write True if the statement is
correct; False if the statement is incorrect on the space provided for.
_____1.The best way to use the stone is to find a way to stabilize the tool that you want to
work on.
_____2.Tools that are worn out should be separated and be fixed immediately to avoid
accident.
_____3. When sharpening, try to maintain the original factory bevel or angle.
_____4. Always push the file across the blade in a motion away from your body.
_____5. Clean accumulated rust and dirt off all metal surfaces with a wire brush.
_____6. Move the file diagonally, so that its cutting teeth are biting into the metal on the tool.
_____7. Use medium-grit sandpaper to remove rust on larger tools such as shovels, spades,
and hoes.
_____8. When sharpening with a file, do not use oil; metal filings will accumulate and clog
the file's serrations.
_____9.Oil will help tools to work as intended and will prevent the formation of rust .
____10.For pruners, use a whetstone because it produces a very sharp cutting edge.
How Much Have You Learned?
Self-Check 3.1

28.
AGRICULTURAL CROP PRODUCTION 27
K to 12 – Technology and Livelihood Education
Procedure:
Step 1: Tighten the pivot nut. Before sharpening, check the
pivot nut. It could be loose, making the blades drift apart
while cutting and tearing the twig instead of cutting it clean.
The nut should be snug with no play in the pivot. With the
nut tightened, check the tool; if it cuts cleanly, it doesn't
need sharpening. If it still cuts poorly, look down each
blade to make sure it's not bent. If a blade is slightly bent,
loosen the pivot nut and separate the blades. To straighten
the blade, put it in a vise, slip on some thick leather gloves
and tweak it until it's straight.
Step 2: File the edge to expose clean metal Clamp the
blade firmly in a vise. Examine the factory edge. Hold the
file with both hands and mimic the direction of the bevel
like a golfer taking a practice putt. Now move the file in one
broad stroke away from you along the entire cutting angle.
To reiterate, move the file in one direction, away from you.
Don't use small, jerky strokes or you'll lose the factory
edge. As you work, you can see the clean metal path left
by the file. Adjust your angle as needed to file the entire
edge evenly. Repeat this motion several times until you
expose clean metal over the whole edge. Usually it'll take
only about 10 strokes. Do the same with the other blade.
Step 3: Sand the back side of the blade Place a sheet of
300-grit wet/dry sandpaper on a smooth, flat piece of
plywood. You'll be able to feel the burrs (be careful—
they're sharp) on the back side of each blade caused by
the filing action. To remove them, lightly sand the back side
of the blade. Keep the blade flat and move it in a circular
motion. After making several circles, pick up the blade and
gently feel the edge. When the burrs left by the file
disappear, assemble the blades and lightly oil the moving
parts with 3-In-One oil.
Step 4. Perform house keeping
Evaluation:
While performing the activity it is important for you to assess your performance
following the criteria below:
 The blade is properly sharpened.
 The nut is properly removed and returned.
 The step by-step procedures are correctly followed.
 The safety precautions are properly observed.

30.
AGRICULTURAL CROP PRODUCTION 29
K to 12 – Technology and Livelihood Education
Perform Estimation and Basic Calculation
LESSON 2
LO 1. perform estimation; and
LO 2. perform basic workplace calculations.
LEARNING OUTCOMES:
At the end of this Lesson you are expected to
do the following:

31.
AGRICULTURAL CROP PRODUCTION 30
K to 12 – Technology and Livelihood Education
Area- refers to the size of the surface
Fertilizer- any material added to the soil to support nutrient
Germination- the development of the seed into a young plant
Graph- a drawing in which the relationship between two (or more) items of information (e.g.
Time and plant growth) is shown in a symbolic way
Gross Income/Sales- the equivalent value of the product sold
Interest- the corresponding value that will be added to the principal as payment for using
money of the lender
Labor- refers to the work performed by farm workers in exchange for salary
Net Income- the value remains after all the expenses have been deducted from the gross
income or sales
Principal –refers to the amount you owed
Volume- the content of a body or object
MAD( Man Animal Day) refers to the number of day/s the work will be completed by 1
person and 1 animal.
MD-(Manday) refers to the number of day/s the work will be completed by 1 person
Definition of Terms
Acronyms

34.
AGRICULTURAL CROP PRODUCTION 33
K to 12 – Technology and Livelihood Education
9._______________ 10.________________
FARM INPUTS
SEEDS
FERTILIZER
What Do You Need To Know?
Information Sheet 1.1
Examine the Information Sheet 1.1 very well then find out how
much you can remember and how much you learned by
doing the Self-check 1.1.

35.
AGRICULTURAL CROP PRODUCTION 34
K to 12 – Technology and Livelihood Education
INSECTICIDES
FARM LABOR
LABOR REQUIREMENT FOR LAND PREPARATION
Plowing using tractor Clearing of the land using hoe
Plowing using animal Harrowing using hand tractor

38.
AGRICULTURAL CROP PRODUCTION 37
K to 12 – Technology and Livelihood Education
Direction: Enumerate answers to the following:
Give at least (3) examples of farm inputs
1.
2.
3.
Enumerate (7) farm activities that requires labor force
1. 5.
2. 6.
3. 7.
ESTIMATING FARM INPUTS AND LABOR REQUIREMENTS
SPECIFIC INSTRUCTION:
1. Visit a vegetable farm near to your school or home
2. Get the following data
a. Area
b. Crop
c. Age of crop
d. Quantity of planting materials (in kgs)
How Much Have You Learned?
How Do You Apply What You Have
Learned?
Activity Sheet 1.1
Show that you learned something by doing this activity
Self-Check 1.1

39.
AGRICULTURAL CROP PRODUCTION 38
K to 12 – Technology and Livelihood Education
e. Number of workers prepared the land
f. Number of days consumed in preparing the area
g. Amount of salary given to each worker during land preparation
h. Number of worker planted the area
i. Number of days consumed in planting the area
j. Amount of salary paid in planting the area
k. Number of worker fertilized the area from planting up to the date of this survey.
l. Quantity of fertilizer used from planting up to the date where survey was made
m. Amount of salary paid in applying fertilizer from planting to the date of this survey
n. Quantity of fertilizer to be used after the survey until harvesting
o. Number of workers required to perform fertilization after the survey until final
harvesting
p. Amount of salary needed for fertilizer application after this survey until harvesting
q. Estimated irrigation expenses from planting up to harvesting
r. Estimated worker hired to perform irrigation from planting to harvesting.
s. Estimated days for spraying insecticides
t. Estimated workers needed for spraying insecticides
u. Estimated cost of insecticide used in spraying
v. Workers salary during spraying of insecticides
w. Estimated number of weeding operation
x. Estimated worker needed in weeding
y. Workers salary during weeding
z. Estimated worker employ during harvesting
3. Present your data in tabular form
Evaluation:
While performing the activity it is important for you to assess your performance
following the criteria below:
 Required measuring tool is used in measuring the area.
 The data gathered is consistent.
 The respondent answers the question carefully.
 Data are presented in tabular form

40.
AGRICULTURAL CROP PRODUCTION 39
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Perform basic workplace calculations
LEARNING OUTCOME 2
 Calculations to be made are identified according to job requirements.
 Correct method of calculation is determined.
 Systems and units of measurement to be followed are ascertained.
 Calculations needed to complete work task are performed using the four basic
mathematical operations.
 Appropriate operations are used to comply with the instruction.
 Result obtained is reviewed and thoroughly checked.
PERFORMANCE STANDARDS

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PERFORM CALCULATION
It is important to be able to measure and calculate surface areas. It might be
necessary to calculate, for example, the surface area of the cross-section of a canal or the
surface area of a farm.
This section will discuss the calculation of some of the most common surface areas:
triangle, square, rectangle, rhombus, parallelogram, trapezium and circle.
The most common surface areas illustrated:
The height (h) of a triangle, a rhombus, a parallelogram or a trapezium, is the
distance from a top corner to the opposite side called base (b). The height is always
perpendicular to the base; in other words, the height makes a "right angle" with the base. An
example of a right angle is the corner of this page.
In the case of a square or a rectangle, the expression length (1) is commonly used
instead of base and width (w) instead of height. In the case of a circle the expression
diameter (d) is used.
What Do You Need To Know?
Information Sheet 2.1
Read the Information Sheet 2.1 very well then find out how much have you can
remember and how much you learned by doing the Self-check 2.1.

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The height (h), base (b), width (w), length (1) and diameter (d) of the most common
surface areas
TRIANGLES
The surface area or surface (A) of a triangle is calculated by the formula:
A (triangle) = 0.5 x base x height = 0.5 x b x h ..... (1)
Triangles can have many shapes but the same formula is used for all of them.
Some examples of triangles

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SURFACE AREAS OF CANAL CROSS-SECTIONS AND FARMS
This Section explains how to apply the surface area formulas to two common practical
problems that will often be met in the field.
DETERMINATION OF THE SURFACE AREAS OF CANAL CROSS-SECTIONS
The most common shape of a canal cross-section is a trapezium or, more truly, an "up-side-
down" trapezium.
Canal cross section
The area (A B C D), hatched on the above drawing, is called the canal cross-section
and has a trapezium shape. Thus, the formula to calculate its surface is similar to the
formula used to calculate the surface area of a trapezium:
Surface area of the canal cross-section = 0.5 (base + top line) x canal depth = 0.5 (b + a) x h
..... (6)
whereby:
base (b) = bottom width of the canal
top line (a) = top width of the canal
canal depth (h) = height of the canal (from the bottom of the canal to the top of the
embankment)
Suppose that the canal contains water, as shown in Figure below.
Wetted cross-section of a canal

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The area (A B C D), hatched on the above drawing, is called the wetted canal cross-
section or wetted cross-section. It also has a trapezium shape and the formula to calculate
its surface area is:
Surface area of the wetted canal cross-section = 0.5 (base + top line) x water depth = 0.5 (b
+ a1) x h1 ..... (7)
whereby:
base (b) = bottom width of the canal
top line (a1) = top width of the water level
water depth (h1) = the height or depth of the water in the canal (from the bottom of the canal
to the water level).
EXAMPLE
Calculate the surface area of the cross-section and the wetted cross-section, of the canal
shown in next figure.

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Dimensions of the cross-section
Given Answer
Canal cross-section:
base (b) =1.25 m
top line (a) =3.75 m
canal depth (h) = 1.25 m
Formula: A = 0.5 x (b + a) x h
= 0.5 x (1.25 m + 3.75 m) x 1.25 m
= 3.125 m2
Canal wetted cross-section:
base (b) = 1.25 m
top line (a1) = 3.25 m
water depth (h1) =1.00 m
Formula: A = 0.5 x (b + a1) x h
= 0.5 x (1.25 m + 3.25 m) x 1.00 m
= 2.25 m2
DETERMINATION OF THE SURFACE AREA OF A FARM
It may be necessary to determine the surface area of a farmer's field. For example,
when calculating how much irrigation water should be given to a certain field, the size of the
field must be known.
When the shape of the field is regular and has, for example, a rectangular shape, it
should not be too difficult to calculate the surface area once the length of the field (that is the
base of its regular shape) and the width of the field have been measured.

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Field of regular shape
EXAMPLE
Given Answer
Length of the field =50 m
Width of the field = 30 m
Formula: A = length x width (formula 2)
= 50 m x 30 m = 1500 m2
QUESTION
What is the area of the same field, expressed in hectares?
ANSWER
A hectare is equal to 10 000 m. Thus, the formula to calculate a surface area in hectares is:
..... (8)
In this case: area of the field in
More often, however, the field shape is not regular, as shown in Figure below.

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VOLUME OF WATER ON A FIELD
Suppose a one-liter bottle is filled with water. The volume of the water is 1 liter or 1 dm3
.
When the bottle of water is emptied on a table, the water will spread out over the table and
form a thin water layer. The amount of water on the table is the same as the amount of water
that was in the bottle.
The volume of water remains the same; only the shape of the "water body" changes.
One liter of water spread over a table
A similar process happens if you spread irrigation water from a storage reservoir over a
farmer's field.
QUESTION
Suppose there is a reservoir, filled with water, with a length of 5 m, a width of 10 m and a
depth of 2 m. All the water from the reservoir is spread over a field of 1 hectare. Calculate
the water depth (which is the thickness of the water layer) on the field.
A volume of 100 m3
of water spread over an area of one hectare
The formula to use is:
..... (10)

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As the first step, the volume of water must be calculated. It is the volume of the filled
reservoir, calculated with formula (9):
Volume (V) = length x width x height = 5 m x 10 m x 2 m = 100 m3
As the second step, the thickness of the water layer is calculated using formula (10):
Given Answer
Surface of the field = 10 000 m2
Volume of water = 100 m3 Formula:
d = 0.01 m
d = 10 mm
QUESTION
A water layer 1 mm thick is spread over a field of 1 ha. Calculate the volume of the water (in
m3
).
One millimeter water depth on a field of one hectare
The formula to use is:
Volume of water (V) = Surface of the field (A) x Water depth (d) ..... (11)
Given Answer
Surface of the field = 10 000 m
2
Water depth = 1 mm =1/1 000 = 0.001 m
Formula:
Volume (m³)
= surface of the field (m²) x water depth (m)
V = 10 000 m
2
x 0.001 m
V = 10 m
3
or 10 000 liters

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INTRODUCTION TO FLOW-RATE
DEFINITION
The flow-rate of a river, or of a canal, is the volume of water discharged through this river, or
this canal, during a given period of time. Related to irrigation, the volume of water is usually
expressed in liters (l) or cubic meters (m3
) and the time in seconds (s) or hours (h). The flow-
rate is also called discharge-rate.
CALCULATION AND UNITS
The water running out of a tap fills a one liter bottle in one second. Thus the flow rate (Q) is
one liter per second (1 l/s).
A flow-rate of one liter per second
PROBLEM
The water supplied by a pump fills a drum of 200 liters in 20 seconds. What is the flow rate
of this pump?
The formula used is:
..... (12a)
Given Answer
Volume of water: 200 l
Time: 20 s Formula:
The unit "liter per second" is commonly used for small flows, e.g. a tap or a small ditch. For
larger flows, e.g. a river or a main canal, the unit "cubic metre per second" (m3
/s) is more
conveniently used.
PROBLEM
A river discharges 100 m3
of water to the sea every 2 seconds. What is the flow-rate of this

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river expressed in m3
/s?
The formula used is:
..... (12b)
Given Answer
Volume of water: 100 m3
Time: 2 s Formula:
The discharge rate of a pump is often expressed in m3
per hour (m3
/h) or in liters per minute
(l/min).
..... (12c)
..... (12d)
NOTE: Formula 12a, 12b, 12c and 12d are the same; only the units change
INTRODUCTION TO PERCENTAGE
In relation to agriculture, the words percentage will be met regularly. For instance "60
percent of the total area is irrigated during the dry season". In this Section the meaning of
the word "percentage" will be discussed.
PERCENTAGE
The word "percentage" means literally "per hundred"; in other words one percent is
the one hundredth part of the total. You can either write percent, or %, or 1/100, or 0.01.
Some examples are:
5 percent = 5% =5/100 = 0.05
20 percent = 20% = 20/100= 0.20

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25 percent = 25% = 25/100 = 0.25
50 percent = 50% = 50/100 =0.50
100 percent = 100% = 100/100 = 1
150 percent = 150% = 150/100 = 1.5
QUESTION
How many oranges are 1% of a total of 300 oranges?
Three oranges are 1% of 300 oranges
ANSWER
1% of 300 oranges = 1/100 x 300 = 3 oranges
QUESTIONS ANSWERS
6% of 100 cows 6/100 x 100 = 6 cows
15% of 28 hectares 15/100 x 28 = 4.2 ha
80% of 90 irrigation projects 80/100 x 90 = 72 projects
150% of a monthly salary of P100 150/100 x 100 = 1.5 x 100 = P150
0.5% of 194.5 liters 0.5/100 x 194.5 = 0.005 x 194.5 = 0.9725 liters
INTRODUCTION TO GRAPHS
A graph is a drawing in which the relationship between two (or more) items of information
(e.g. time and plant growth) is shown in a symbolic way.
To this end, two lines are drawn at a right angle. The horizontal one is called the x axis and
the vertical one is called the y axis.
Where the x axis and the y axis intersect is the "0" (zero) point.
The plotting of the information on the graph is discussed in the following examples.

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A graph
EXAMPLE 1
Suppose it is necessary to make a graph of the growth rate of a corn plant. Each week the
height of the plant is measured. One week after planting the seed, the plant measures 2 cm
in height, two weeks after planting it measures 5 cm and 3 weeks after planting the height is
10 cm.
Measuring the growth rate of a corn plant
These results can be plotted on a graph. The time (in weeks) will be indicated on the
x axis; 2 cm on the axis represents 1 week. The plant height (in centimeters) will be
indicated on the y axis; 1 cm on the axis represents 1 cm of plant height.

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After 1 week the height is 2 cm; this is indicated on the graph with A; after 2 weeks the
height is 5 cm, see B, and after 3 weeks the height is 10 cm, see C.
At planting (Time = 0) the height was zero, see D.
Now connect the crosses with a straight line. The line indicates the growth rate of the plant;
this is the height increase over time.
Growth rate of corn plant
It can be seen from the graph that the plant is growing faster and faster (during the
first week 2 cm and during the third week 5 cm); the line from B to C is steeper than the line
from D to A.
From the graph can be read what the height of the plant was after, say 2 1/2 weeks;
see the dotted line. Locate on the horizontal axis 2 1/2 weeks and follow the dotted line
upwards until the dotted line crosses the graph. From this crossing follow the dotted line to
the left until the vertical axis is reached. Now take the reading: 7.5 cm, which means that the
plant had a height of 7.5 cm after 2 1/2 weeks. This height has not been measured in reality,
but with the graph the height can be determined anyway.
QUESTION

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What was the height of the plant after 1 1/2 weeks?
ANSWER
The height of the plant after 1 1/2 weeks was 3.5 cm.
Graph of the growth rate of a corn plant
EXAMPLE 2
Another example to illustrate how a graph should be made is the variation of the
temperature over one full day (24 hours). Suppose the outside temperature (always in the
shade) is measured, with a thermometer, every two hours, starting at midnight and ending
the following midnight.

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Suppose the following results are found:
Time (hr) Temperature (°C)
0 16
2 13
4 6
6 8
8 13
10 19
12 24
14 28
16 2
18 27
20 22
22 19
24 16
On the x axis indicate the time in hours, whereby 1 cm on the graph is 2 hours. On
the y axis indicate the temperature in degrees Celsius (°C), whereby 1 cm on the graph is
5°C.
Now indicate (with crosses) the values from the table (above) on the graph paper and
connect the crosses with straight dotted lines.
Graph showing temperature over 24 hours; mistake 16 hour reading
At this stage, if you look attentively at the graph, you will note that there is a very
abrupt change in its shape around the sixteenth hour. The outside temperature seems to
have fallen from 28°C to 2°C in two hours‘ time! That does not make sense, and the reading
of the thermometer at the sixteenth hour must have been wrong. This cross cannot be taken
in consideration for the graph and should be rejected. The only dotted line we can accept is
the straight one in between the reading at the fourteenth hour and the reading at the

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eighteenth hour.
Graph showing temperature over 24 hours; estimated correction of mistake
In reality the temperature will change more gradually than indicated by the dotted
line; that is why a smooth curve is made (continuous line). The smooth curve represents the
most realistic approximation of the temperature over 24 hours.
Graph showing temperature over 24 hours; smooth curve
From the graph it can be seen that the minimum or lowest temperature was reached
around 4 o'clock in the morning and was about 6°C. The highest temperature was reached
at 4 o'clock in the afternoon and was approximately 29°C.
QUESTION
What was the temperature at 7, 15 and 23 hours? (Always use the smooth curve to take the
readings).

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PROJECT PROPOSAL
SPECIFIC INSTRUCTIONS:
1. Get a copy of a simple project proposal from any sources (it is suggested that your
choice is related to crop production).
2. Study the different parts and make your own version.
3. Submit your proposal before the end of the quarter or grading period.
Evaluation:
While performing the activity it is important for you to assess your performance
following the criteria below:
 Project proposal is simple and easy to understand
 Project proposal is related to your course
 Data are reliable and applicable (prices)
 Sample of project plan is taken from a reliable source
Activity Sheet 2.1
How Do You Apply What You Have
Learned?
LO1
 Jef Van Haunte-Lyds Quileste Van Haunte, Growing Rich,Tasty Veggies
 http://www.antiquefarmtools.info
 http://www.cdc.gov/niosh/pdfs/01-111b
 http://www.ebc.com.au
LO2
 http://www.fao.org/docrep/R4082E/r4082e02.htm#1.1%20introduction%20to%
20surface%20area
REFERENCES
Show that you have learned something by doing this activity
Congratulations! You did a great job!
Rest and relax a while then move on
to the next lesson. Good luck!

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Interpreting Plans and Drawings
LESSON 3
LO 1. Interpret farm plans and lay-outs; and
LO 2. Interpret irrigation plan and design.
LEARNING OUTCOMES:
At the end of this Lesson you are expected to
do the following:

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Lay-outing-locating the position of plant in the field
Intercropping-the planting of other crop within the row of the main crop
Monocropping- the growing of single crop
Irrigation- the application of water to the soil by any other means than rainfall
Definition of Terms

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Labe
Interpret the drawing below:
Legend:
Plant
What Do You Already Know?
Let us determine how much you already know about interpreting plans and
layouts. Take this test.
Pretest LO 1

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MAKE YOUR INTERPRETATION:
1. What is your area?
2. How many rows are there in the area?
3. How many plants are there in a row?
4. How many plants are there in the area?
5. What is the distance between plants per row?
6. What is the distance of plants between hill?
7. How many plants are there in row A?
8. What is the length of the area?
9. What is the width of the area?
10. How many plants are needed in rows A,B and C?
INTERPRET FARM PLANS AND LAYOUTS
The ‗Farming for the Future‘ (FFTF) program can help you to plan the best farm
layout. It is an initiative of NSW Government agencies focusing on whole farm planning. A
whole farm plan considers the farm‘s physical, financial and human/personal resources for
both now and the future.
Site assessment
An on-site assessment of a farm is necessary so that a map can be drawn of the property‘s
topography, boundaries, soils, water resources and so on, and a farm business plan can be
formulated.
Government plans
Acquaint yourself with relevant Regional Environmental Plans (REPs), Local Environmental
Plans (LEPs), and Development Control Plans (DCPs) and their short and long-term effects
on your proposed or existing farm enterprise. This will help reduce unforeseen risks and
enhance your farm business. Council‘s building approval or development consent (DAs) may
be needed for siting greenhouses, siting and constructing dams or erecting hail and
windbreak netting. Council approval to clear land or a ‗no burning of crop debris or waste
materials on farm‘ may apply. Consent will be required if odor or noise is a nuisance likely to
be generated from the development.
What Do You Need To Know?
Information Sheet 1.1
Read the Information Sheet 1.1 very well then find out how
much you can remember and how much you learned by
doing the Self-check 1.1.

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How Crops are Arranged in Row Planting
Row planting as applied in conventional horizontal farming or gardening is a
system of growing crops in linear pattern in at least one direction rather than planting
without any distinct arrangement. It is practiced in most crops whether direct seeded,
transplanted or grown from vegetative planting materials, both in monocropping and
multiple cropping.
Crops are planted in rows or straight lines, either singly or in multiple rows,
mainly to enhance maximum yields as well as for convenience. An east-west row
orientation is preferred to maximize light absorption, but this is not always possible.
In many cases the topography that includes the shape, terrain and slope of the land,
as well as the location of existing vegetation, roads, irrigation lines, buildings and
physical barriers, dictate the row orientation.
The specific advantages of row planting over broadcasting or scatter planting
include the following: (1) light absorption is maximized and, conversely, the
excessive shading effect of other plants is minimized thus favoring more efficient
photosynthesis and improved crop yield; (2) wind passage along the interrows is
enhanced which increases gas exchanges and prevents excessive humidity; (3)
access through the interrows facilitates cultivation, weeding, and other farm
operations including hauling; (4) movement within the crop area is convenient and
allows close inspection of individual plants; and (5) visibility is enhanced.
Row Planting Arrangement
Row-planted crops are either arranged in equidistant single rows or in
multiple rows. Planting in single rows is most common in monocropping or sole
cropping, the growing of a single crop.
Different systems of planting arrangement within the row are practiced in both
single and multiple row planting, depending on the characteristics and requirement of
the crop, particularly its extent of canopy expansion. In the hill method of planting
crops by direct seeding, the crops are arranged, singly or in group, in uniform
distances. But in the drill method, the only consideration is a uniform number of
plants per linear meter.
In row-planted fruit trees and other perennial crops like coconut, oil palm and
rubber, the common types of planting or spatial arrangement are the square,
rectangular, quincunx, and triangular or hexagonal.
Multiple Row Planting Arrangement
Multiple row planting is a system of growing crops in blocks or strips of 2 or
more rows. The adjacent blocks are separated by a space which may remain vacant
or planted to other crops. This planting arrangement is common in multiple
cropping in which two or more crops are grown in the same piece of land. It is also
employed in monocropping where an alley wide enough to facilitate passage is
needed.

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Coconut and other perennial crops are often intercropped with multiple rows
of annual crops like corn and pineapple. This is a common practice of maximizing
the use of vacant interrow spaces when the maincrop has not fully developed thus
allowing sufficient light exposure. In some farms, the intercrop consists of multiple
rows of such crops as coffee, cacao and banana. In this system, both single row
planting (for the maincrop) and multiple row planting (for the intercrop) are combined.
In vegetable production that employs close spacing and where crops should
be within easy reach, the common practice is to plant in plots having multiple rows. A
space between plots is provided to allow passage.
Spatial Arrangement in Intercropping
Spatial arrangement is the systematic apportioning of the farm area or any
growing surface for crop production. In multiple cropping by intercropping, the
intercrop can be planted in any of the following ways: (1) within the rows of the
maincrop, (2) between the rows of the maincrop, and (3) in replacement series
Planting of the intercrop between two adjacent hills within the same row of the main
crop allows interrow cultivation but the intercrop has limited exposure to sunlight.
This is exemplified by the planting of peanut or mungbean between corn plants
within the same row or two coffee plants that are 3 m apart between coconut plants.
Single row planting of the intercrop can also be done between the rows of the
maincrop. For example, peanut or mungbean can be dibbled between two adjacent
rows of corn. This system of planting arrangement is likewise common in coconut
farms where fruit trees like durian, lanzones and mangosteen are grown in single
rows between coconut.
In replacement series, one or more rows that are intended for the maincrop
are replaced with the intercrop. For example, a 3:2 corn+mungbean intercrop means
that for every 4 rows that are intended for sole corn, only 3 rows are planted to corn
and one row may be substituted with 2 rows of mungbean. Another practice is in
strip intercropping, for example the simultaneous growing of 6 rows corn and 12
rows soybean in alternating strips. These particular examples result to multiple row
planting arrangement.
Methods of Planting Crops in the Farm
In general, there are two methods of planting crops: direct seeding and transplanting.
Direct seeding is either by broadcast, hill or dibble, or by drill method. The hill and the drill
methods are alternative options in row planting.
Direct seeding or direct sowing is a method of planting in which seeds are directly
planted on the ground in the farm or any growing surface while transplanting makes use of
pre-grown plants, seedlings or vegetatively propagated clones. The term transplanting is
also used to refer to the practice of replanting an already established plant in one location
and moving it elsewhere.
Direct seeding generally applies to large-seeded vegetables as well as in cereals and

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grain legumes. Transplanting is most common with small-seeded vegetables, vegetatively
propagated crops, ornamental crops, fruit trees and many perennial crops. The term direct
seeding is also commonly used to refer to the planting of seedpieces or underground
vegetative planting materials directly into the soil.
Planting crops by broadcasting or sabog tanim, or scatter planting, commonly applies
to small seeds, like rice and mungbean, that are capable of germination and sustained
growth without soil cover. There is no control of plant-to-plant spacing. The seeds are simply
distributed on a well prepared ground by hand or with a mechanical broadcaster.
With hand broadcasting, a volume of seeds is held by the hand and thrown with a
wide swath. Skill is important to ensure even distribution of seeds per unit ground area
based on the desired seeding rate per hectare. For example, a seeding rate of 100 kg per
hectare means that the seeds have to be distributed at an average of 0.01 kg or 10 g per sq
meter. Assuming that the crop is rice with a weight of 1000 grains of 29 grams, this is
equivalent to a seeding rate of about 345 seeds per sq meter.
Excessive seeding per unit area will mean that the prepared seeds will have been
completely sown but a portion of the farm is still unplanted, and so additional seeds need to
be procured. Conversely, seeding below the average will complete the planting of the entire
farm with some seeds still left.
In lowland rice, the seeds are broadcasted on puddled soil or over water and allowed
to germinate without covering. The broadcast method of planting crops is also common with
mungbean and cowpea grown as green manure. But in upland farming, it is best to pass a
tooth harrow or rake after broadcasting to cover the seeds. The soil covering will hide the
seeds from seed-harvesting organisms like chicken and birds. It will also ensure that the
seeds have full contact with the soil which will maximize germination and improve the
chance of the seedlings to fully develop. In pasture establishment, a large herd of livestock
can be released after broadcasting to press the seeds into the ground by their hooves.
Dibbling is an old method of planting crops practiced by subsistence farmers in hilly lands.
My late cousin used to do this on a portion of the farm in Akle, San Ildefonso, Bulacan. That
part of the farm, now grown to coconut that is regularly harvested for copra, has a very steep
slope with shrubs, stumps of trees, and large limestone. Plowing by carabao was impossible
so that the only way to prepare the land was by slash-and-burn or kaingin system.
Slashing and burning are done during summer when the grasses are dry, and corn is
planted at the start of the rainy season. With a dibbler or ―panghasok‖ (a pointed, spear-like
stem) held by one hand, he strikes the ground to make holes about 2 inches ( 5 cm) deep
and 1-2 steps apart. As the pointed tip of the dibbler is lifted, someone else immediately
drops 3-4 seeds of an indigenous, open-pollinated corn into the hole. The hole is not refilled
with soil, that part is done naturally by the cascading downward movement of surface soil
and fragments of rock. Between harvesting and burning, the area is fallowed.
In both the hill and drill methods of planting crops by direct seeding, there is a
desired row-to-row spacing. Hills with a single or multiple number of plants are spaced
uniformly within each row so that in the hill method there is always a reference to hill

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distance and number of plants per hill. A hill is that specific spot on the ground on which a
plant or a group of plants is grown. In contrast, there is no uniform spacing between plants in
the row in the drill method, but uniformity in number of plants per linear meter is intended.
The hill method of direct seeding is done by dropping seeds in holes made by a
dibbler or in furrows that are more or less equidistant. But with mechanized farming, a
combine furrower-planter is commonly used.
In planting corn under rainfed conditions at a population density of, for instance,
60,000 plants per hectare at 1 plant per hill in rows 70 cm apart, the farmer walks forward
along a furrow and drops a seed every 23.8 cm to the bottom of the furrow. He does not
carry a measuring tool, he just estimates distances on the ground with impressive accuracy
borne of long experience. To cover the seeds, he merely sweeps the ridge at either side of
the furrow by one foot to push some soil toward the seed and steps thereon to press the soil
on top of the seed.
The drill method of planting crops is done, either manually or mechanically, by
releasing seeds continuously, as if pouring water from a bottle with a small opening. Manual
drilling applies to small seeds like rice, millet, and mungbean and is usually done by hand. It
can also be accomplished by placing small, roundish seeds in a bottle with a hole on the
cover. The seeds are simply released by tilting and slightly shaking the bottle so that the
seeds drop one after the other or in a cascade through the hole and toward the ground.
The seeds are drilled with or without furrows. In rice, drilling in puddled soil in linear
direction is a modification of seed broadcasting in which plants are dispersed without plant-
to-plant spacing. But in rainfed sorghum, mungbean, and other grain legumes, the seeds are
always drilled at the bottom of the furrow, covered with soil by raking or by foot, and stepped
on to press the soil.
Just like in the hill method of planting crops, an even distribution of drilled seeds is
intended but varies with the seeding rate per hectare and row distance. With a seeding rate
of 100 kg per hectare in rows 20 cm apart, the calculated average seeding rate per linear
meter in the row is 2 grams. With 1000 grain weight of 29 grams for rice, this is equivalent to
a seeding rate of about 70 seeds per linear meter. But if the row distance is widened to 25
cm, the average seeding rate will increase to 2.5 grams or 86-87 seeds per linear meter.
In contrast to direct seeding, transplanting is a method of planting crops in which
potted plants or pre-grown seedlings or clones are planted on the ground, other growing
surface, or any growing structure. Transplanting is also convenient with a few plants that can
be transferred with a ball of soil around the roots. In some vegetables, it is common to prick
seedlings from the seedbed and transplant them bareroot to the garden plot. In perennial
species like coffee at a time when rainfall has become frequent and light is not intense,
uprooted wildlings or bareroot transplants have been directly planted.

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Fill-in the blanks
1. An east-west row orientation is preferred to _____________.
2. ______________is the systematic apportioning of the farm area or any growing surface
for crop production.
3. Single row planting of the intercrop can also be done between the rows of the________.
4. Slashing and burning are done during _____________when the grasses are dry, and
corn is planted at the start of the rainy season.
5. The ______________method of planting crops is also common with mungbean and
cowpea grown as green manure.
6-8.The intercrop can be planted in any of the following ways: (6)________________,
(7)___________________, and (8) ____________________.
9-10. In general, there are two methods of planting crops: (9)________________and.
(10)________________.
How Much Have You Learned?
Self-Check 1.1

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IRRIGATION SYSTEM PLAN AND DESIGN
Water required by crops is supplied by nature in the form of precipitation, but when it
becomes scarce or its distribution does not coincide with demand peaks, it is then necessary
to supply it artificially, by irrigation. Several irrigation methods are available, and the
selection of one depends on factors such as water availability, crop, soil characteristics, land
topography, and associated cost.
Proper design of an irrigation system requires that the pumping system precisely
match to the irrigation distribution system so that the pressure and flow rate required can be
efficiently provided by the pumping system. The energy required to pump water is
determined by the total dynamic head (water lift, pipe friction, system pressure, etc.), the
water flow rate desired and the pumping system's efficiency.
Irrigation water management involves determining when to irrigate, the amount of
water to apply at each irrigation event and during each stage of plant, and operating and
maintaining the irrigation system. The main management objective is to manage the
production system for profit without compromising environment and in agreement with water
availability. A major management activity involves irrigation scheduling or determining when
and how much water to apply, considering the irrigation method and other field
characteristics.
FUNCTIONS OF FARM IRRIGATION SYSTEMS
The primary function of farm irrigation systems is to supply crops with irrigation water
in the quantities and at the time it is needed. Specific function includes:
1. Diverting water from the water source.
2. Conveying it to individual fields within the farm.
3. Distributing it within each field.
4. Providing a means for measuring and regulating flows.
Other functions of farm irrigation system include crop and soil cooling, protecting
crops from frost damage, delaying fruit and bud development, and controlling wind erosion,
What Do You Need To Know?
Information Sheet 2.1
Read the Information Sheet 2.1 very well then find out how
much you can remember and how much you learned by
doing the Self-check 2.1.

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providing water for seed germination, application of chemicals, and land application of
wastes.
REASONS FOR AN IRRIGATION PLAN
• A project plan enables the designer to lay out the irrigation system in the most cost
effective way. The plan is used to generate a material list and to evaluate the
anticipated project costs.
• The plan provides step by step information on system installation. Information on
crop spacing, sprinklers, pumping requirements, pipeline sizes and lengths should be
included on the plan. Pertinent obstructions such as roads, trees, gas, oil, water,
telephone or transmission lines must also be indicated.
• Specification, design standards and work schedules as set out on a plan form the
basis of any contractual agreements between the installation contractor and the
farmer.
• The plan provides a record for future reference. It can be used for overall farm
planning and identifies limits of expansion potential.
ESSENTIAL FEATURES OF A PLAN
• Topographic Data - the field shape must be accurately drawn showing pertinent
obstructions, features and elevation details.
• Water Source Capacity - the water supply must be clearly indicated
showing location and available capacity.
• Depending on the water source, a well log or water license must accompany
the irrigation plan. Irrigation reservoirs also require Water Management Branch
licensing.
• Soil and Crop Characteristics - soil and crop limitations must be accounted for to
reduce runoff and deep percolation by mismanagement of the irrigation system.
• Design Parameters - soil water holding capacity, maximum application rate and
climatic data must be used to select the correct irrigation system design.
• Design Data - the nozzle selected, operating pressure, discharge rate and sprinkler
spacing must all be shown on the plan. The irrigation interval, set time, application
rate and net amount applied must also be calculated.

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DIFFERENT DESIGNS OF IRRIGATION SYSTEMS
1. SURFACE IRRIGATION- water is applied to the field in either the controlled or
uncontrolled manner.
Surface irrigation consist of:
1.1 Furrow system
A. FURROW IRRIGATION BY CUTTING THE RIDGE
B .FURROW IRRIGATION WITH SIPHONS
Information Sheet 2.2
Read the Information Sheet 2.2 very well then find out how much you can
remember and how much you learned by doing the Self-check 2.2.

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The Major Design Considerations in Surface Irrigation Include:
1. Storing the readily available moisture in the root zone, if possible;
2. Obtaining as uniform water application as possible;
3. Minimizing soil erosion by applying non-erosive streams;
4. Minimizing runoff at the end of the furrow by using a re-use system or a cut –back
stream;
5. Minimizing labor requirements by having good land preparation,
6. Good design and experienced labor and
7. Facilitating use of machinery for land preparation, cultivation, furrowing, harvesting
etc.
1.2 Border Irrigation System
1. In a border irrigation, controlled surface flooding is practiced whereby the field is
divided up into strips by parallel ridges or dikes and each strip is irrigated separately
by introducing water upstream and it progressively covers the entire strip.
2. Border irrigation is suited for crops that can withstand flooding for a short time e.g.
wheat.
3. It can be used for all crops provided that the system is designated to provide the
needed water control for irrigation of crops.
4. It is suited to soils between extremely high and very low infiltration rates.
5. In border irrigation, water is applied slowly.
6. The root zone is applied with water gradually down the field.
7. At a time, the application flow is cut-off to reduce water loses.
8. Ideally, there is no runoff and deep percolation.
9. The problem is that the time to cut off the inflow is difficult to determine.

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Design Parameters of Border Irrigation System
a)Strip width: Cross slopes must be eliminated by leveling.
Since there are no furrows to restrict lateral movement, any cross slope will make
water move down one side leading to poor application efficiency and possibly
erosion.
-The stream size available should also be considered in choosing a strip width.
-The size should be enough to allow complete lateral spreading throughout the length
of the strip.
-The width of the strip for a given water supply is a function of the length
-The strip width should be at least bigger than the size of vehicle tract for
construction where applicable.
b) Strip Slope: Longitudinal slopes should be almost same as for the furrow
irrigation.
c) Construction of Levees: Levees should be big enough to withstand erosion,
and of sufficient height to contain the irrigation stream.

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d) Selection of the Advance Stream: The maximum advance stream used should
be non-erosive and therefore depends on the protection afforded by the crop cover.
Clay soils are less susceptible to erosion but suffer surface panning at high water
velocities. Table 3.4 gives the maximum flows recommendable for bare soils.
e) The Length of the Strip: The ideal lengths can be obtained by field tests.
1.3 Basin Irrigation System
Characteristics:
1. In basin irrigation, water is flooded in wider areas. It is ideal for irrigating rice.
2. The area is normally flat.
3. In basin irrigation, a very high stream size is introduced into the basin so that rapid
movement of water is obtained.
4. Water does not infiltrate a lot initially.
5. At the end, close the water inlet to avoid water loss in the pond.
6. The opportunity time difference between the upward and the downward ends are
reduced.
The size of basin is related to stream size and soil type.
Suggested basin areas for different soil types and rates of water flow
Flow rate Soil Type
Sand Sandy loam Clay loam Clay
l/s m3
/hr .................Hectares................................
30 108 0.02 0.06 0.12 0.20
60 216 0.04 0.12 0.24 0.40
90 324 0.06 0.18 0.36 0.60
120 432 0.08 0.24 0.48 0.80
150 540 0.10 0.30 0.60 1.00
180 648 0.12 0.36 0.72 1.20
210 756 0.14 0.42 0.84 1.40
240 864 0.16 0.48 0.96 1.60
300 1080 0.20 0.60 1.20 2.00
...........................................................................................
Note: The size of basin for clays is 10 times that of sand as the infiltration rate for
clay is low leading to higher irrigation time. The size of basin also increases as the
flow rate increases. The table is only a guide and practical values from an area
should be relied upon. There is the need for field evaluation.
2. SPRINKLER IRRIGATION
The sprinkler system is ideal in areas where water is scarce.
A Sprinkler system conveys water through pipes and applies it with a minimum
amount of losses.
-Water is applied in form of sprays sometimes simulating natural rainfall.
-The difference is that this rainfall can be controlled in duration and intensity.
-If well planned, designed and operated, it can be used in sloping land to reduce
erosion where other systems are not possible.

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Components of a Sprinkler Irrigation System
Types of Conventional Sprinkler Systems
a) Fully portable system: The laterals, mains, sub-mains and the pumping plant
are all portable.
The system is designed to be moved from one field to another or other pumping
sites that are in the same field.
b) Semi-portable system: Water source and pumping plant are fixed in locations.
Other components can be moved.
The system cannot be moved from field to field or from farm to farm except when
more than one fixed pumping plant is used.
c) Fully permanent system: Permanent laterals, mains, sub-mains as well as fixed
pumping plant. Sometimes laterals and mainlines may be buried. The sprinkler may
be permanently located or moved along the lateral. It can be used on permanent
irrigation fields and for relatively high value crops e.g. Orchards and vineyards.
Labor savings throughout the life of the system may later offset high installation cost.
3. DRIP OR TRICKLE IRRIGATION
Advantages:
a. Water is applied directly to the crop ie. entire field is not wetted.
b. Water is conserved
c. Weeds are controlled because only the places getting water can grow weeds.
d. There is a low pressure system.
e. There is a slow rate of water application somewhat matching the consumptive
use. Application rate can be as low as 1 – 12 l/hr.
f. There is reduced evaporation, only potential transpiration is considered.
g.There is no need for a drainage system.

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Components of a Drip Irrigation System

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Directions: Enumerate what is asked in the following statements:
(3) Types of Conventional Sprinkler Systems
1. _____________________________________
2. _____________________________________
3. ______________________________________
(7) Advantages of drip or trickle irrigation
1. _____________________________________
2. ______________________________________
3. ______________________________________
4. _____________________________________
5. ______________________________________
6. _____________________________________
7. ______________________________________
SKETCH IRRIGATION PLAN
MATERIALS NEEDED:
Quantity Description
2 sheets Bond paper short
1 pc Pencil
1 pc Ruler
INSTRUCTIONS:
1. After knowing different irrigation designs, select 1 design applicable in your area.
2. Using the materials above sketch the irrigation design applicable in your locality.
3. Explain, why did you considered this design on another sheet of bond paper
4. Submit your output to your teacher after 1 day
5. Your teacher will ask you to present your work in front of your classmates
How Do You Apply What You Have
Learned?
How Much Have You Learned?
Activity Sheet 2.1
Show that you have learned something by doing this activity
Self-Check 2.2

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6. Save your work for the next activity (activity 2.2)
EVALUATION:
Your work will be evaluated by your teacher using the following criteria:
1. Content 50%
2. Applicability 20%
3. Presentation 20%
4. Neatness 10 %
CREATE A MINITURE IRRIGATION CANAL
MATERIALS NEEDED:
Quantity Description
1 pc Illustration board
10 bar Activity clay
INSTRUCTIONS:
1. Your teacher will form you into groups (5 members in a group)
2. From your assignment sheet select the best work among your group.
3. Decide which work will serve as your pattern in creating your miniature irrigation
canal.
4. You will be given 1 hour to finish your group activity
5. Submit your completed output to your teacher for evaluation.
EVALUATION:
Your work will be evaluated by your teacher using the following criteria:
1. Accuracy 50%
2. Design 20%
3. Presentation 20%
4. Neatness 10 %
Activity Sheet 2.2
Show that you learned something by doing this activity

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APPLYING SAFETY MEASURES IN FARM
OPERATIONS
LESSON 4
LO 1. apply appropriate safety measures in farm operations;
and
LO 2. safekeep/dispose materials and outfit.
LEARNING OUTCOMES:
At the end of this Lesson you are expected to
do the following:

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Cleaning- the act or process of removing dirt from tools, containers and farm facilities.
Disinfection chemicals- refers to the chemical used in cleaning which has the ability to kill
microorganisms especially pathogens.
Health-a sound state of the body and mind of the workers that enable him or her to perform
the job normally
Occupational safety- the practices related to production and work process
Safety-the physical or environmental conditions of work which comply with the prescribed
Occupational Health Safety (OHS) standards and which allow the workers to perform his or
her job without or within acceptable exposure to hazards
Sharpening- the process of thinning the edge of the tools like knife, pruning shears, hedge
shears, etc.
Definition of Terms

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 PPE
 References
Materials
Apply appropriate safety measures while working in the farm
LEARNING OUTCOME 1
 Safety measures are applied based on work requirement and farm procedures.
 Tools and materials are utilized in accordance with specification and
procedures.
 Outfit is worn in accordance with farm requirements.
 Shelf life and or expiration of materials are effectively checked against
manufacturer‘s specifications.
 Hazards in the workplace are identified and reported in line with farm
guidelines
 Emergency and accidents are responded to and prevented.
PERFORMANCE STANDARDS

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



MULTIPLE CHOICE: Choose the best answer
1. It is the potential for harm, or adverse effect on an employee‘s health. Anything
which may cause injury or ill health to anyone at or near a workplace
a. .Chemicals
b. Exposure
c. Risk
d. Hazard
2. It is the likelihood that a hazard will cause injury or ill health to anyone at or near
a workplace.
a. Risk
b. Exposure
c. Hazard
d. .Chemicals
3. This occurs when a person comes into contact with a hazard.
a. Risk
b. Exposure
c.. Hazard
d. . Chemicals
4. This includes floors, stairs, work platforms, steps, ladders, fire, falling objects,
slippery surfaces, manual handling (lifting, pushing, pulling), excessively loud and
prolonged noise, vibration, heat and cold, radiation, poor lighting, ventilation, air
quality.
a. Chemicals
b. Mechanical and/or electrical
c. Psychosocial environment
d. Physical
5. It includes electricity, machinery, equipment, pressure vessels, dangerous goods,
fork lifts, cranes, hoists
a. Mechanical and/or electrical
b. Chemicals
c. Biological
d. Psychosocial environment
6. It includes chemical substances such as acids or poisons and those that could
lead to fire or explosion, like pesticides, herbicides, cleaning agents, dusts and
fumes from various processes such as welding
a. Chemicals
b. Psychosocial environment
What Do You Already Know?
Pretest LO 1
Let us determine how much you already know about safety measures while
working in the farm. Take this test.